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Concrete Poetry

Concrete Poetry. Lauren Banks Amanda Walker ECED 4300 A Fall 2008 Dr. Tonja Root Grades 4. Prewriting By: Lauren Banks. ELA4W4. The student consistently uses a writing process to develop, revise, and evaluate writing. The student a. Plans and drafts independently and resourcefully.

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Concrete Poetry

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  1. Concrete Poetry Lauren Banks Amanda Walker ECED 4300 A Fall 2008 Dr. Tonja Root Grades 4 Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  2. PrewritingBy: Lauren Banks ELA4W4. The student consistently uses a writing process to develop, revise, and evaluate writing. The student a. Plans and drafts independently and resourcefully. Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  3. GPS PLO The students will construct a concrete poem using a graphic organizer. ELA4W4. The student consistently uses a writing process to develop, revise, and evaluate writing. The student a. Plans and drafts independently and resourcefully. Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  4. Concrete Poems • A concrete poem is a collage of words, letters or symbols that creates meaning both by what it says and by how it looks. Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  5. Prewriting • Prewriting is the first stage of the writing process. The focus of this stage is on developing a topic and ideas for the writing. All of the ideas are written to be written in phrases. Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  6. Concrete Writing Example Delamar, G.T. (2008) . Flight of Geese. Retrieved November 11, 2008, from Patchwork Poems and Shaped Poetics http://www.delamar.org/gtshaped.htm Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  7. Example Flight of Geese    } } }       }  when  }            }  cold winds  }                 }  start to blow  }                       }  the geese form flocks  }                             }  and begin to fly forth  }                                }    }    }   }    }    }    }   }                             }  following their leader  }                       }  through chilly skies  }                  }  and moving southward  }            }  away from  }      }  north  }    } } } Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  8. Practice Activity • Students will work as a class to orally decide their topic, audience, and the details for the poem that they will be writing as a class. • The teacher will write dictations of the responses that the students give her to write on a large graphic organizer. Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  9. Name____________________ Date _________ Form: Concrete Poetry Audience: Topic: Shape/ Object: 1. 2. 3. 4. 5. Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  10. Prewriting Assessment • Students will work independently to brainstorm ideas for a concrete poem by picking an audience, topic, and details and use this information to complete a graphic organizer Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  11. DraftingBy: Amanda Walker • ELA4W4. The student consistently uses a writing process to develop, revise, and evaluate writing. The student • a. Plans and drafts independently and resourcefully. Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  12. Primary Learning Outcome • Students will draft a concrete poem using their graphic organizer. Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  13. Concrete Poetry • Concrete poems are those that are in the shape of what they are talking about. Concrete poetry is very visual because the words form a picture. The poem can outline the object, or fill in the object. Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  14. Drafting • Drafting is the second stage of the writing process. This is when we put our words and phrases from our graphic organizer down on paper into sentences in an organized manner. We don’t worry about spelling or mechanics. Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  15. Example 1 • Miss Annie. (2007). The Rollercoaster. Retrieved November 10, 2008 from Evanston Arts Poetry Camp, Summer 2008! • http://search.msn.com/images/results.aspx?q=concrete+poem&FORM=MSNH&mkt=en-US#focal=063c779bd6aae1c0ec6f72845a11172b&furl=http%3A%2F%2Fbp3.blogger.com%2F_3HgsPE9Oeoc%2FRoQ9yrLn7DI%2FAAAAAAAAACA%2FdZPtzQKDOwk%2Fs320%2FAnnieRollercoastersmall.jpg Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  16. Rollercoaster Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  17. Example 2 • Kinney, D. (2007). The Colors of Light. Retrieved November 10, 2008 from Poetry Project Culminating Activity For Reactions Unit • http://search.msn.com/images/results.aspx?q=concrete+poetry&form=QBIR#focal=602ca1e6da01766d678f8a8089b23eb3&furl=http%3A%2F%2Fwww.swsd.k12.pa.us%2F%257Ediane_kinney%2FCHEMISTRY%2520POETRY%2520DESCRIPTION1_files%2Fimage009.jpg Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  18. The Colors of Light Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  19. Practice Activity • As a class, students will create a draft using the topic they chose during prewriting. Students will use the shared pen technique to complete the concrete poem draft on the board.. Banks, L. and Walker, A. ECED 4300 A 11/10/2008

  20. Assessment Activity • Using the independent graphic organizers students completed, they will create a draft of their concrete poem. Students will construct their draft in the shape of the object they are talking about. Banks, L. and Walker, A. ECED 4300 A 11/10/2008

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